Peter E J Kemp
Biographic Data
| ID | 4605931 |
|---|---|
| NAME | Peter E J Kemp |
| GIVEN NAMES | Peter E J |
| FAMILY NAME | Kemp |
| SIGNATURE | KEMP P E J |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0003-1131-0787 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Marketing computing
This paper examines how school branding and policy may shape gender disparities in computing education. Wong et al. explore how schools portray computing in brochures, websites and related materials in ways that can unsettle or reproduce gendered stereotypes. They conducted a document analysis of websites and curriculum materials (n = 960 items) from 40 English co-educational secondary schools. The authors find that schools with higher female com…
Only Ada
Prominent public figures are important representatives of their fields, potentially becoming influential role models, especially for young people. The identities of these famous people can shape and stereotype their respective domains, impacting diversity and inclusion. This paper examines young people’s awareness of the notable people in the computing and technology field, utilising data from a questionnaire with 4,112 entries from 1,788 young p…
Children’s Perception of the World of Technology
Analysis of student engagement with technology has mainly focused on physical and mental health, predominantly overlooking deeper philosophical issues. Through the analysis of four focus groups (children aged 12–14, n = 13) using Heidegger’s The Question Concerning Technology (1977) , this study expands existing research by providing empirical insight into children’s relationships with nature, others, and themselves. Framed by the question, “Do c…
Ofsted inspection reports in early childhood education settings narrowly focussed
High-quality early childhood education is key for children’s positive and long-term outcomes. Countries differ on how they quality assure provision. In England, Ofsted is the independent inspection body, often the source of controversy for lack of transparency in ratings. However, there is a dearth of evidence on how inspectors’ judgements are made, particularly in the early years sector. This study examines the consistency and nature of individu…
Is being clever enough? Young people’s construction of the ideal student in computer science education
Popular discourses of computing and computer science can often frame the sector and the people within it as highly intelligent yet socially challenged, contributing to stereotypes that can potentially exclude those perceived to lack these skills or characteristics. For young people, such stereotypes can influence their educational and career aspirations, especially if there are discrepancies between their own identity and perceptions of what is d…
Cracking the code
Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high cod…
Who wants to be a computer scientist? The computing aspirations of students in English secondary schools
Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that hav…
No prominent works on this page.
Who wants to be a computer scientist? The computing aspirations of students in English secondary schools
Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that hav…
Cracking the code
Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high cod…
Children’s Perception of the World of Technology
Analysis of student engagement with technology has mainly focused on physical and mental health, predominantly overlooking deeper philosophical issues. Through the analysis of four focus groups (children aged 12–14, n = 13) using Heidegger’s The Question Concerning Technology (1977) , this study expands existing research by providing empirical insight into children’s relationships with nature, others, and themselves. Framed by the question, “Do c…
Ofsted inspection reports in early childhood education settings narrowly focussed
High-quality early childhood education is key for children’s positive and long-term outcomes. Countries differ on how they quality assure provision. In England, Ofsted is the independent inspection body, often the source of controversy for lack of transparency in ratings. However, there is a dearth of evidence on how inspectors’ judgements are made, particularly in the early years sector. This study examines the consistency and nature of individu…
Is being clever enough? Young people’s construction of the ideal student in computer science education
Popular discourses of computing and computer science can often frame the sector and the people within it as highly intelligent yet socially challenged, contributing to stereotypes that can potentially exclude those perceived to lack these skills or characteristics. For young people, such stereotypes can influence their educational and career aspirations, especially if there are discrepancies between their own identity and perceptions of what is d…
Marketing computing
This paper examines how school branding and policy may shape gender disparities in computing education. Wong et al. explore how schools portray computing in brochures, websites and related materials in ways that can unsettle or reproduce gendered stereotypes. They conducted a document analysis of websites and curriculum materials (n = 960 items) from 40 English co-educational secondary schools. The authors find that schools with higher female com…
Only Ada
Prominent public figures are important representatives of their fields, potentially becoming influential role models, especially for young people. The identities of these famous people can shape and stereotype their respective domains, impacting diversity and inclusion. This paper examines young people’s awareness of the notable people in the computing and technology field, utilising data from a questionnaire with 4,112 entries from 1,788 young p…
Gender and Technology in Education (5 works) · Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Career Development and Diversity (2 works) · Child Development and Digital Technology (2 works) · Information Systems Education and Curriculum Development (2 works) · Perception (2 works)